مطالعه تطبیقی سیاست‌ها و فرایندهای انتخاب و انتصاب مدیران مدارس ابتدایی در ایران، فنلاند، آلمان و ایالات متحده

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

2 استاد گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

3 دانشیار گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

4 استاد گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، علامه، ایران.

چکیده

مقدمه و هدف: این پژوهش با هدف انجام یک بررسی تطبیقی درباره فرایند انتخاب و انتصاب مدیران مدارس ابتدایی در ایران، فنلاند، آلمان و ایالات متحده انجام شد تا مشابهت‌ها و تفاوت‌های سیاستی و اجرایی این کشورها در حوزه شایسته‌گزینی مدیران مدرسه روشن شود.
روش‌شناسی پژوهش: روش پژوهش، کیفی و مبتنی بر الگوی چهارمرحله‌ای بردی شامل توصیف، تفسیر، هم‌جواری و مقایسه بود. داده‌ها از تحلیل اسناد رسمی، آیین‌نامه‌های ملی، گزارش‌های یونسکو و OECD و همچنین پژوهش‌های علمی معتبر گردآوری و تحلیل شدند.
یافته‌ها: یافته‌ها نشان دادند که هر چهار کشور از چارچوب‌های قانونی یا استانداردهای رسمی برای انتخاب مدیران بهره می‌برند و تجربه حرفه‌ای پیشین در تدریس یا رهبری آموزشی یک الزام مشترک است. با این حال، تفاوت‌ها در سه محور آشکار شد: میزان تمرکز حکمرانی، ابزارهای انتخاب و آموزش‌های پیشاانتصاب، و میزان مشارکت ذی‌نفعان در فرایند. نمونه‌هایی از این تفاوت‌ها شامل گواهی ۲۵ واحدی فنلاند، استانداردهای PSEL در آمریکا و نقش انجمن‌های مدرسه در آلمان است؛ در حالی که در ایران گواهی الزام‌آور و مشارکت گسترده ذی‌نفعان مشاهده نمی‌شود.
بحث و نتیجه‌گیری: نتایج نشان می‌دهد ارتقای کیفیت رهبری آموزشی به تلفیق سه مؤلفه وابسته است: چارچوب شایستگی ملی، آموزش‌ها و گواهی‌های پیشاانتصاب، و ارزیابی چندمنبعی همراه با مشارکت ذی‌نفعان. بنابراین پیشنهاد می‌شود ایران با تدوین چارچوب ملی شایستگی، طراحی گواهی‌نامه پیشاانتصاب، استقرار ارزیابی‌های چندمرحله‌ای و تقویت نقش معلمان و والدین در تصمیم‌سازی، فرایند انتخاب مدیران مدارس را از الگوی بوروکراتیک به سمت الگوی شایسته‌گزینی حرفه‌ای بازطراحی کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A comparative study of policies and processes for selecting and appointing primary school principals in Iran, Finland, Germany, and the United States.

نویسندگان [English]

  • Shahab Nasirinia 1
  • Hossein Abdollahi 2
  • Morteza Taheri, 3
  • ,Abbas Abbaspour 4
1 Ph.D. student in Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
2 Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
3 Associate Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
4 Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
چکیده [English]

Background and Objective: This study aimed to conduct a comparative analysis of the processes for selecting and appointing primary school principals in Iran, Finland, Germany, and the United States, with the purpose of identifying key similarities and policy-relevant differences in their principal recruitment systems.
Research Methodology: The study employed a qualitative comparative approach based on Brady’s four-stage model, including description, interpretation, adjacency, and comparison. Data were collected through the analysis of official documents, national regulations, UNESCO and OECD reports, and peer‑reviewed scientific studies.
Findings: The findings indicated that all four countries operate within formal legal frameworks or competency-based standards for the selection of school principals, and prior professional experience in teaching or educational leadership is a shared requirement. However, notable differences emerged in three areas: the degree of governance centralization, the tools and pre‑appointment training mechanisms, and the extent of stakeholder participation. Examples include Finland’s 25-credit certification requirement, the PSEL standards and leadership pipelines in the United States, and the role of school associations in Germany, contrasted with the absence of mandatory certification and limited stakeholder involvement in Iran.
Conclusion: The results suggest that improving the quality of educational leadership depends on integrating three core components: a national competency framework, structured pre‑appointment training and certification, and multi-source evaluation with stakeholder participation. It is therefore recommended that Iran redesign its principal selection process—moving from a bureaucratic model toward a professional merit‑based system—by developing a national competency framework, establishing a pre‑appointment certification program, implementing multi‑stage assessments, and strengthening the role of teachers and parents in decision-making.

کلیدواژه‌ها [English]

  • School principal selection
  • Educational leadership
  • Comparative study
  • Professional competence

مراجع

Abdalla, H. F., Maghrabi, A. S., & Raggad, B. G. (1998). Assessing the effect of nepotism on human resource management. International Journal of Organizational Analysis, 6(1), 12–29.
Abdollahi, H. (2014). General and professional characteristics of secondary school principals in Iran. Journal of Education, 30(2), 93–116 [In Persian].
AbediKooshki, S. and Darabi, M. (2023). Analyzing the consequences of establishing successful management in Tehran schools. Applied Educational Leadership, 4(2), 41-57. doi: 10.22098/ael.2023.11479.1154  [In Persian].
Adick, C. (2018). Bereday and Hilker: origins of the ‘four steps of comparison’model. Comparative Education, 54(1), 35-48.
Bereday, G. (1964). Comparative Method in Education; Holt, Rinehart and Wilson. Inc.: New York, NY, USA.
Bray, M., Adamson, B., & Mason, M. (Eds.). (2014). Comparative education research: Approaches and methods (Vol. 19). Springer.
Bush, T. (2020). Theories of Educational Leadership and Management (5th ed.). Sage Publications.
Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. School Leadership Study. Final Report. Stanford Educational Leadership Institute.
Education Profiles (UNESCO/GEM). (2024–2025). Finland — School leadership; Germany — School leadership; United States — School leadership. Paris: UNESCO GEM.
European Agency for Special Needs and Inclusive Education. (2025). Teacher professional learning in Finland and Ireland (Findings report). (Includes note on UEF educational leadership 25 ECTS).
Eurydice. (2023). Germany: Management staff and governance at local level. Brussels: EACEA.
Eurydice/KMK (Standing Conference of the Ministers of Education and Cultural Affairs). (2024–2025). Germany: Framework for the qualification of school leaders; governance and management staff pages. Brussels/Bonn: EACEA/KMK.
Eurydice/KMK. (2019–2025). Germany: Management staff / Governance at local and/or institutional level; and related dossiers. Brussels/Bonn: EACEA/KMK.
Eurydice/KMK. (2024). The education system in the Federal Republic of Germany; Primary education; and governance pages. Bonn/Brussels: KMK/EACEA.
Fernandez, S., & Moldogaziev, T. (2013). Employee empowerment and managerial transparency. Public Administration Review, 73(1), 110–121.
Finnish National Agency for Education (OPH). (2018). Finnish teachers and principals in figures. Helsinki: OPH.
Finnish National Agency for Education (OPH/EDUFI). (2018/2019). Finnish education in a nutshell; Finnish teachers and principals in figures. Helsinki: OPH.
Fullan, M. (2016). The new meaning of educational change. Teachers’ college press.
Gates, S. M., Baird, M. D., Master, B. K., & Chavez-Herrerias, E. R. (2019). Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools. Research Report. RR-2666-WF. RAND Corporation. PO Box 2138, Santa Monica, CA 90407-2138.
GEM/UNESCO. (2025). Leadership in education (GEM Report & summaries). Paris: UNESCO.
Ghaderi-Zafareh, E., Zamani, A., & Pour-Atashi, M. (2022). Pathology of the selection and appointment system of primary school principals in District 5 of Isfahan. Innovation and Value Creation, 21(11), 1–12 [In Persian].
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools. Wallace Foundation, 2(1), 30-41.
Groves, K. S. (2007). Integrating leadership development and succession planning. Journal of Management Development, 26(3), 239–260.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School leadership and management, 30(2), 95-110.
Hassan, S. (2015). The importance of competency-based selection systems in public sector organizations. Public Personnel Management, 44(1), 1–16.
Lee, S. W., & Mao, X. (2023). Recruitment and selection of principals: A systematic review. Educational Management Administration & Leadership, 51(1), 6-29.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.
Mehralizadeh, Y., & Chenani, J. (2024). Investigating the consequences of the selection and appointment process of school principals on their performance: The case of Karkheh County. Management in Educational Organizations, 13(1), 179–193 [In Persian].
Ministry of Education Malaysia. (2025). Malaysia Education Blueprint. Putrajaya: KPM. (NPQEL requirement).
National Policy Board for Educational Administration (NPBEA). (2015). Professional Standards for Educational Leaders (PSEL 2015). Reston, VA: NPBEA.
OECD. (2008). Improving school leadership, Volume 1: Policy and practice. OECD Publishing.
OPH – Finnish National Agency for Education. (2022). Finnish education in a nutshell; Recognition and eligibility for positions in the field of education. Helsinki: OPH.
OPH/EDUFI – Finnish National Agency for Education. (2019–2022). Finnish teachers and principals in figures; Education in Finland; Recognition of qualifications. Helsinki: OPH.
OPH/EDUFI – Finnish National Agency for Education. (2022). Education in Finland (overview). Helsinki: OPH.
Pont, B., Nusche, D., Moorman, H., & Hopkins, D. (2008). Improving school leadership (Vol. 1, p. 578). Paris: OECD.
Rahimnia, F., & Hassanzadeh, M. (2013). The impact of favoritism and nepotism on organizational commitment. Journal of Human Resource Management, 1–15.
RAND Corporation / The Wallace Foundation. (2019). Principal pipelines: A feasible, affordable, and effective way for districts to improve schools. Santa Monica, CA: RAND.
Robinson, V. (2023). Reduce change to increase improvement. Corwin Press.
Shabani, R., Khorshidi, A., Abbasi-Serouk, L., & Fathi Vajargah, K. (2018). Presenting a competency model for primary school principals in Tehran. Educational and School Studies, 7(2), 145–176 [In Persian].
Shariat, M., Safai Fakhri, L. and Imani, M. N. (2026). Designing a Coaching Model for Primary School Principals. Applied Educational Leadership, 7(1), 165-189. doi: 10.22098/ael.2025.18309.1637 [In Persian].
Soltani, P., Mehralizadeh, Y., Shahi, S., Parsa, A., & Birmipour, A. (2024). Identifying and prioritizing factors influencing the selection of school principals using a meta-synthesis method. Research in Educational Systems, 18(65), 24–40 [In Persian].
Supreme Council of Education. (2021). Regulations for the selection and appointment of school principals (Issued 19/07/2021). Tehran: Majlis Research Center [In Persian].
Tamadoni, A., & Hosseingholizadeh, R. (2023). Identifying challenges and issues facing school principals in Iran in comparison with global experiences. New Approaches in Educational Management, 14(5), 20–33 [In Persian].
University of Eastern Finland (UEF Kamu). (2025). Rehtorin kelpoisuus (principal’s eligibility requirements). Joensuu: UEF.
Wallace Foundation. (2019). Principal pipelines: Lessons from the field. New York: Wallace Foundation
رهبری آموزشی کاربردی
دوره 7، شماره 2
تیر 1405
صفحه 18-37

فایل ها

سابقه مقاله

  • تاریخ دریافت: 26 شهریور 1404
  • تاریخ بازنگری: 29 فروردین 1405
  • تاریخ پذیرش: 26 اردیبهشت 1405

هم رسانی

ارجاع به این مقاله

آمار